Associations of Subjective Immersion, Immersion Subfactors, and Learning Outcomes in the Revised Game Engagement Model
نویسندگان
چکیده
SeriousEducationalVideoGames(SEGs)playalargeroleineducationforbothchildrenandadults. However,thebudgetforSEGsistypicallylowerthantraditionalentertainmentvideogames,bringing withittheneedtooptimizethelearningexperience.Thisarticlelooksattherolegameimmersion playsinimprovinglearningoutcomes,usingtheRevisedGameEngagementModel(R-GEM)to determinewhetherlearningoutcomeswereassociatedspecificallywithImmersionitself,orwith thevariousprerequisitestoachievingimmersion.Asampleof125undergraduateuniversitystudents whichplayedaneducationalvideogameandwereassessedonImmersion,subjectiveSystemUsability, CreativeImagination,andlearningperformance.ImmersionandSystemUsabilitywereshowntobe associatedwithhigherlearningoutcomes,but,aftercontrollingforotherfactors,itseemsthatSystem UsabilityisonlyhelpfulinasmuchasitpromotesImmersion.Thisarticleconcludesthatfurtherstudy isneededtodeterminewhetherthesameassociationcanbefoundwithdifferentpopulationsand withdifferenttypesoflearning. KEywORdS Creative Imagination, CyberCeige, Game Engagement, Immersion, Serious Educational Games, System Usability
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ورودعنوان ژورنال:
- IJGBL
دوره 8 شماره
صفحات -
تاریخ انتشار 2018